The Effect of Self-Regulated learning Strategies (Cognition and Meta Cognition) the Attribution Styles and Its Dimensions (Source causality, Proof of causality, general causation) of The Second High School Students

The aim of the present study was to examine effect of self-regulated learning strategies training (cognitive and meta- cognitive) on attribution styles and Its Dimensions (Source causality, Proof of causality, general causation) of The Second High School Students.The study method of s up-experimental with design pre-test – post-test and follow-up with the control group. The study population included all high school girl students in second grade Khorramabad city area two public schools in the academic year 1394 – 95. Sample size of 56 Person (of Person 28 experiment group and Person 28 control group) using multi-stage random cluster were selected. The only experimental group was self- regulated learning strategies training (cognitive and meta- cognitive), after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool, questionnaire, attribution style scale Seligman and sink (1992). The results showed that self-regulated learning strategies education significantly increase attribution style events with good outcome (p